Learning motivation is an important factor in educational success. Students with high motivation tend to participate more actively in lessons, show greater enthusiasm for understanding learning materials, and become more willing to take part in classroom discussions and activities. By contrast, low motivation can make students easily bored, passive, and less interested in the learning process.
This challenge remains evident in Islamic Religious Education and Character Education, known in Indonesia as PAIBP. Initial observations at three elementary schools in Parepare City showed that students’ learning motivation at UPTD SD Negeri 42 Parepare was in the moderate category, with a score of 66 percent. Teachers also reported that students tended to be less active, easily distracted, and less enthusiastic when learning relied primarily on lectures and limited instructional media.
The situation highlights the need for learning media that better match the characteristics of elementary school students. Interactive digital flipbooks are one potential solution because they can combine text, images, animation, audio, video, and other interactive elements in a single learning platform.
Unlike ordinary digital books, flipbooks are designed to resemble printed books whose pages can be turned digitally. This format creates a more engaging reading experience while allowing students to interact with learning materials through different forms of media. As a result, students do not receive information only through written text but also through visual and audiovisual stimuli.
Comparing Flipbooks with Conventional Learning Media
Lukman, Imron Burhan, and Hasbullah Rahman used a quantitative approach with a quasi-experimental design. The study involved 40 fifth-grade students divided into two groups. Twenty students learned using interactive digital flipbooks, while another 20 students learned using conventional media in the form of textbooks.
Both groups first completed a questionnaire measuring their initial learning motivation. The experimental group then learned using interactive digital flipbooks, while the control group learned using conventional media over four sessions. After the learning process was completed, both groups completed the same questionnaire again to measure changes in their motivation.
The results showed a clear difference between the two groups. The average motivation score of students using interactive digital flipbooks increased from 83.50 before the intervention to 94.15 afterward. Meanwhile, the average score of students using conventional media increased from 84.00 to 87.10.
The analysis of learning gains also showed stronger improvement in the flipbook group. Among the 20 students who used the interactive digital medium, eight experienced moderate improvement in learning motivation, while 12 were classified in the low-improvement category. In the conventional-media group, all 20 students were classified in the low-improvement category.
Statistical testing further confirmed the difference. The significance value was 0.000, below the 0.05 threshold. This result indicates that interactive digital flipbooks had a statistically significant effect on students’ motivation to learn Islamic Religious Education and Character Education.
Reducing Boredom in the Learning Process
According to the study, the increase in motivation was linked to the variety of ways in which interactive digital flipbooks present learning materials. Students can study through a combination of text, images, audio, video, and animation.
This variety makes lessons more engaging and can help reduce boredom. During the learning process, students who used flipbooks demonstrated greater attention and enthusiasm. They were also more actively involved in classroom activities, discussions, expressing opinions, and completing assignments.
Learning with textbooks also increased student motivation, but the improvement was more limited. Textbooks have advantages because they are systematic and easy to use. However, most of their content is presented through text and static images, which can provide a less varied learning experience when used continuously.
Imron Burhan and his colleagues argue that interactive digital flipbooks are more than tools for delivering learning materials. They can also create a more active and meaningful learning experience. When students find learning materials more interesting and easier to understand, they are more likely to participate actively in the learning process.
Relevance for Digital Transformation in Education
The findings have important implications for elementary school teachers seeking to develop technology-based learning. Digital flipbooks can serve as an alternative medium for presenting Islamic Religious Education and Character Education materials in ways that are more compatible with the digital habits and learning characteristics of elementary school students.
However, successful implementation still requires adequate facilities and careful planning. Digital flipbooks require electronic devices and, in some situations, internet connectivity. Schools therefore need to ensure that appropriate infrastructure is available so digital learning media can be used effectively and sustainably.
The researchers also recommend further studies involving larger numbers of students and multiple schools, as well as research examining the use of interactive digital flipbooks across different subjects and educational levels. Future studies could also investigate their effects on learning outcomes, critical thinking, creativity, problem-solving skills, and digital literacy.
The study has several limitations. It involved only 40 students from one school and was conducted over four learning sessions. Therefore, the findings cannot yet be directly generalized to all elementary school students. Longer-term studies involving broader samples are still needed to examine the sustained impact of interactive digital flipbooks on student motivation.
Author Profiles
Lukman is a researcher affiliated with Makassar State University, with interests in education and elementary school learning.
Imron Burhan is the corresponding author from Makassar State University, with expertise in education and technology-supported learning development.
Hasbullah Rahman is a researcher from Makassar State University who contributes to the field of education and learning research.
Research Source
Article title: The Influence of Interactive Digital Flipbook Media on Student Learning Motivation in Islamic Religious Education and Character Education
Authors: Lukman, Imron Burhan, and Hasbullah Rahman
Affiliation: Makassar State University
Journal: International Journal of Education and Psychological Science (IJEPS)
Volume: 4, Issue 4, 2026, pp. 437–450
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